Under conditions of developing East-West competition in 1947, a paradigm shift towards the adaptation of so-called Soviet pedagogy began in the Soviet Occupation Zone (Sowjetische Besatzungszone, SBZ), which was forced through in 1948/49. This was followed by a reorientation towards a socialist perspective on society. Similar to the condemnation of developments favouring reform pedagogy (Reformpädagogik) in the decade after the Russian October Revolution by the resolutions of the Central Committee of the CPSU "On primary and middle schools" of 1931 and "On the curricula and school regulations of primary and middle schools" of 1932, the SED-leadership’s educational policy, in the name of socio-political and economic interests, was directed against the reform pedagogical tendencies of the first post-war years in the SBZ. In the period leading up to Stalin's death (March 5, 1953) and June 17, 1953, the Soviet version of an intentional learning school pedagogy based on instruction in conjunction with political-ideological education was adapted. The attempt to orient itself with developments in the Soviet education system up to the point of copying failed in 1953 in key respects. However, the "Regulation on the Lesson as a Basic Form of Schoolwork, the Preparation, Organisation and Implementation of the Lesson and the Monitoring and Assessment of Pupils’ Knowledge" of 1950 (Verordnung über die Unterrichtsstunde als Grundform der Schularbeit, die Vorbereitung, Organisation, und Durchführung der Unterrichtsstunde und die Kontrolle und Beurteilung der Kenntnisse der Schüler) had a lasting effect. For the staff who remained in the GDR until 1961 despite a steady exodus to the Federal Republic, the condemnation of the more demanding reform pedagogy and the return to the traditional learning concept made it easier to practice their profession. Although adaptation of the model of Soviet pedagogy subsequently tended to give way to Soviet influence and eventually even made cooperation projects possible, early translations of Soviet pedagogy textbooks (Yessipow, BP/Goncharow, NK 1948 and Ogorodnikov, IT/Shimbiriev, PN 1949) nevertheless had unbroken theoretical consequences, especially with regard to key concepts of upbringing, education and teaching. In addition, the semantic abolition of the traditional community concept in Makarenko’s conception of communality promoted the acceptance of Soviet pedagogy principles. Under the influence of Marxist-Leninist party ideology and the leading role of the SED, differently socialised education researchers lost the ability to have sovereign control over the foundations of pedagogy as a research domain. Despite the late distancing from Soviet pedagogical tendencies in the Gorbachev era, the effects of the adoption of Soviet pedagogy understood in this way can be seen in publications up until the end of the GDR.